Graduation Year

2010

Location

Ames Library, Illinois Wesleyan University

Start Date

10-4-2010 9:00 AM

End Date

10-4-2010 10:00 AM

Description

The use of math drills is effective in the teaching of mathematical skills (Baroody. Bajwa. & Eiland. 2009; Bums, 2005; Cates, 2005; Gallagher, 2006; Hopkins & Egeberg, 2009; Kumar, 1971; McKenna, Hollingsworth, & Barnes, 2005; Toppino, Cohen, Davis, & Moors, 2009; Woodward, 2006). However, as Gallagher (2006) stated, "the perceived incompatibility with discovery learning, its mechanical features and making children like automatons" resulted in the use of drilling to be tossed aside in favor of more problem-based learning or the use of manipulatives in instruction. The purpose of this study is to see how math drills can be integrated into a classroom to aid in the learning of mathematical concepts while reinforcing the basic skins needed to succeed in mathematics. I administered several math drills throughout a semester. I collected data on scores students received on various math drills and from a game about fractions. I also document my experience through journal reflection. I found that drilling can be used a supplementary instructional tool that can advance both the learning of math concepts and skills.

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Apr 10th, 9:00 AM Apr 10th, 10:00 AM

Role Drills in the Learning of Mathmematical Concepts

Ames Library, Illinois Wesleyan University

The use of math drills is effective in the teaching of mathematical skills (Baroody. Bajwa. & Eiland. 2009; Bums, 2005; Cates, 2005; Gallagher, 2006; Hopkins & Egeberg, 2009; Kumar, 1971; McKenna, Hollingsworth, & Barnes, 2005; Toppino, Cohen, Davis, & Moors, 2009; Woodward, 2006). However, as Gallagher (2006) stated, "the perceived incompatibility with discovery learning, its mechanical features and making children like automatons" resulted in the use of drilling to be tossed aside in favor of more problem-based learning or the use of manipulatives in instruction. The purpose of this study is to see how math drills can be integrated into a classroom to aid in the learning of mathematical concepts while reinforcing the basic skins needed to succeed in mathematics. I administered several math drills throughout a semester. I collected data on scores students received on various math drills and from a game about fractions. I also document my experience through journal reflection. I found that drilling can be used a supplementary instructional tool that can advance both the learning of math concepts and skills.